• 사상체질의학회지
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• 제11권2호
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• pp.1-26
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• 1999

1. 연구 목적 사상의학(四象醫學)의 체질증(體質證)과 체질병증(體質病證)의 접근에는 기존 증치의학(證治醫學)과는 다른 통증(痛症)에 대한 시각을 제시하고, 사상의학(四象醫學) 고유 술어로 병리(病理)나 병증(病證)을 설명하여 기존 개념과 혼돈되며, "성명론(性命論)", "사단론(四端論)", "확윤론(擴允論)", "장부론(臟腑論)"을 통해 제시한 인간관(人間觀)과 세계관(世界觀). 이들 간의 조직 원리가 "병증론(病證論)"을 통해 몸에 구현되므로 사상의학(四象醫學)의 병증용약(病證用藥)에 어려움을 느끼게 된다. 그러나 사상의학(四象醫學)도 기존의 증치의학(證治醫學)을 바탕으로 하고 있어 기존의 의학에서 사상의학(四象醫學)이 성립되는 과정과 이제마(李濟馬)의 인간관으로 "병증론(病證論)"을 접근하여 사상의학(四象醫學)의 체질증(體質證)과 체질병증(體質病證)에 대한 정확한 이해를 돕고자 하였다. 2. 연구 방법 문헌적 구로 태소음양인(太少陰陽人)의 병증(病證)을 설명하기 위해 "상한론(傷寒論)", "활인서(活人書)" 등 인용 원서의 병증(病證) 인식(認識)과 이를 인용한 "동의보감(東醫寶鑑)"에서의 병증(病證)을 비교하고 이것이 태소음양인(太少陰陽人)의 체질증(體質證)과 체질병증(體質病證)으로 자리매김되는 과정을 파악하고 그 병리(病理)와 병증(病證)을 "동의수세보원(東醫壽世保元)"의 "성명론(性命論)", "사단론(四端論)", "확윤론(擴允論)", "장부론(臟腑論)"을 통해 드러나는 인간관의 체계로 파악하고자 하였다. 3. 결론 태소음양인의 병증론을 통해 표리병증의 인식 배경과 변화 과정 표리병증의 특징, 체질증과 체질병증의 출발점인 소증의 인식, 기존 의학과 다른 체질병증, 태소음양인의 병증의 특징 등을 살펴 사상의학 체질병증에 대한 결론을 얻어 보고하는 바이다.

• 수산해양교육연구
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• 제14권1호
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• pp.1-26
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• 2002

In this paper, we studied the consciousness of Fisheries high school students Through these kinds of works, this paper will focus on how to activate the Fisheries high school in Kyungbuk province. Primarily, research of the consciousness of people living in the fisheries community of the Kyungbuk coast has been engaged in fisheries. Secondly, research is done the consciousness of Fisheries high school students. Thirdly, research of consciousness of neighboring middle school teachers. Finally, searching for reform measures toward activating Fisheries high schools in the whole country. The conclusions of the study were as follows: First, the proper view of fisheries should be settled again. The understandings of basic knowledge about maritime affairs and fisheries in the stages of elementary schools and middle schools are needed. Secondly, in order to find a way out of the difficulties in fishering villages, governmental financial support has to be presente. from the view of fisher folks who are engaged in the fisheries. Thirdly, larger portions of economic value should be allocated to fisheries villages by improving fisheries structure of the fishery. Actually, lower incomes have burdened fisheries villagers with more debts. Fourthly, academic and care counseling must concentrate on the diversification of courses after graduation from fisheries high schools. Realistically, students of fisheries high schools are longing to enter into universities. Fifthly, reorganization of specialized highschool systems, changes of titles of schools and reconstruction of departments should be steadily carried out. Finally, high morale of fisheries highschool teachers should be revised using various steps. They didn't appear to be proud of their teaching jobs. Supervisors ought to exchange their opinions with teachers for the purpose of development of fisheries high schools.

• 대한수학교육학회지:수학교육학연구
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• 제20권3호
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• pp.323-338
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• 2010

이 연구는 강완, 김남준(2010) 이 Wittmann(1984)의 이론을 근거로 2007년 개정수학과 교육과정에 근거한 교수단위를 추출한 것과 동일한 방법을 통해 도형영역의 교수단위를 분석한 것이다. 교수단위는 수학에서 가르쳐야 할 내용들을 목적, 자료, 활동, 배경 등의 4 요소에 따라 알갱이 단위로 조직화 한 것이다. 본 연구에서는 2007년 개정수학과 교육과정 도형영역에서 추출된 교수단위의 특징과 제목을 분석하여 교수단위를 개념알기형, 개념적용형, 관계알기형으로 분류하여 교육적 의미를 살펴보았다. 또한, 도형영역의 교육과정연구에 어떻게 활용될 수 있는지 그 방안을 모색해 보았다. 앞으로 많은 수학연구자와 현장 교사의 참여로 교수단위가 보다 체계적으로 조직적으로 연구된다면 새로운 교육과정을 수립하는 데 중요한 자료로 활용될 수 있다.

• 대한치과의사협회지
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• 제53권11호
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• pp.817-843
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• 2015

Korean dentist's new mission was extended in dental practice field since the National Liberation Day of Korea. Modern dentistry development were due to the introduction of american dentistry, the development of Military dentistry, the unified academic activities koreans dental Association and improvement of korean dentist system. Modern dentistry development factors were as follows, First, Seoul National University's professors have been sent for studying abroad since May 1954. Thanks to this advanced system, each dental department established branch academy. Researchers and academic activities were increased in Seoul National University, Second, from January 1954, the military started training program to the korean dentists in the United States, and also the korean dentists were sent to the US Army hospital in korea for practical training courses (On the Job Training) so they could get chances to learn the advanced dentistry. During the korean war, the oral surgery dentists enlarged treatments to the maxillofacial field. Third, korean Dental academy meeting, special lectures and tables clinic from 1947 were contributing to the development of modern dentistry in the transmission of knowledge and skills. Since 1955 "Dentistry(齒學)" with a focus on the translation of foreign literature also developed modern dentistry. Since 1958 the International dental conference could broaden dental knowledge, it also provided opportunities to communicate with the world dentistry. On Oct 11, 1962, revised the Articles of association in Korean Dental academy and korean dental association unified meeting and enhanced the conferences. Improvement of korean dentist system in 1964 unified the dentists as new dentist education. Articles, case reports, review articles and academic meetings of korean dental association from 1946 to 1969 analyzed to demonstrate the development of korean modern dentistry, The titles and lectures were classified according to department and they were organized by topic.

• 문화기술의 융합
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• 제9권3호
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• pp.213-219
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• 2023

이 연구의 목적은 S 대학교 전공 선택 과목 중 하나인 영상번역 수업을 효율적으로 지도할 수 있는 수업 지도안을 활용하여 학생들의 영상번역에 대한 이해력과 수업 효과를 증명하는 것이다. 수강 후 설문지를 조사하여 그 결과를 분석하였다. 수업 내용에 대한 반응과 만족도는 긍정적이고 매우 높았고 특히 영화 배경지식이 번역 실습하는데 도움이 되었음을 확인할 수 있었다. 수업 효과는 자막 번역에 초점을 둔 것으로 설문에 응답한 결과를 축약 부분만 표로 나머지는 서술적으로 표현하였다. 구체적으로 축약, 대명사, 인물관계에 알맞은 호칭, 주어와 술어를 가까이 붙이기, 영화에 자주 나오는 표현에 대한 응답 비율이 가장 긍정적인 반응이 나타났고, 자연스러운 표현, 부호 쓰기, 존칭어와 반말 처리, 주어와 술어를 가까이 붙이기, 반대로 번역하기, 단위 환산 순으로 긍정적인 반응이 나타났다.

• 치위생과학회지
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• 제15권3호
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• pp.272-279
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• 2015

임상교과목 위주로 각 교재에 대한 분석을 통해 각 과목에서 중복되는 내용의 실태를 파악하여 향후 효율적인 역할 중심의 임상통합교육의 방향을 제안하기 위한 기초자료로 이용하고자 시도한 본 연구결과는 다음과 같다. 현재 교재로 사용되고 있는 임상교과목 7개 교과목은 구강악안면외 과학 4종, 치과보철학 3종, 치과보존학 3종, 소아치과학 4종, 치주학 5종, 치과교정학 5종, 치과재료학 2종으로 평균 3.7권의 교재가 출판되고 있었다. 이중 치과교정학과 치주학은 5종으로 가장 많이 출판되고 있었으며, 치과재료학은 2권으로 가장 적게 출판되고 있는 교과목인 것으로 확인되었다. "치과임플란트"의 경우 구강악안면외과학 3종, 치과보철학 2종, 치주학 5종, 치과재료학 2종의 4개 교과목에 포함되어 있었다. "수복치료"는 치과보존학 3종, 소아치과학 4종 그리고 치과재료학 2종의 3개 교과목 모든 교재에 포함되어 있었다. "교합 및 부정교합"은 치과보철학 3종, 소아치과학 4종 그리고 치과교정학 5종의 3개 교과목 모든 교재에 포함되어 있었다. "악관절 질환"은 구강악안면외과학 4종과 치과보철학 3종의 모든 교재에 포함되어 있었다. "마취 진정요법"은 구강악안면외과학 4종과 소아치과학 3종에서, "치아의 외상"은 구강악안면외과학 4종과 소아치과학 2종의 교재에 포함되어 있었다. "전신질환과 치과치료"는 구강악안면외과학 3종과 치주학 3종의 교재에 포함되어 있었다. "치과 기공"은 치과보철학 2종과 치과재료학 2종의 교재에 포함되어 있었다. "방습법"은 치과보존학 3종과 소아치과학 2종에서, "치아우식", "치수치료"는 치과보존학 3종과 소아치과학 4종의 모든 교재에 포함되어 있었다. "치아미백"은 치과보존학 2종과 치과재료학 1종에서, "치수보호"는 치과보존학 2종과 치과재료학 2종의 교재에 포함되어 있었다. "치은염 및 치주질환"은 소아치과학 4종과 치주학 5종의 모든 교재에 포함되어 있었으며, "치아의 발육"은 소아치과학 3종과 치과교정학 5종의 교재에 포함되어 있었다. 결론적으로 향후 임상교과목 교재의 질적인 성장을 위하여 더 체계적이고 다양한 연구를 통해 세밀한 검토가 이루어져야 할 것이다.

• 한국의사학회지
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• 제19권2호
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• pp.67-85
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• 2006

As Lee Heon-gil's books have been handed down in oral tradition and written form, there are several different versions including the one edited by the author. Books known to be his writings include Eulmisinbang, Majinbang contained in Susangsingam, and Majinbang, Majingibang and Majinbibang mentioned in Joseoneukhaksageupjilbyeongsa. Among Lee Heon-gil's books, Eulmisinbang was mentioned first in literature. Its original version is missing, but a large part of it is quoted in Magwahoitong, through which we can see the contents of Eulmisinbang. The meanings of Eulmisinbang are as follows. First, it is the most reliable woodblock-printed version as it was the base of Magwahoitong. Second, quotations in Magwahoitong are so accurate that they demonstrate the original texts of Eulmisinbang and can be used in comparison with other versions. Third, Eulmisinbang has the largest volume of contents among Lee Heon-gil's books. Susangsingam was printed again in the early 1900s by combing Majinbang and Sanbangsurok. Majinbang included in the book had been known to come from China but, through comparison with the original, it was found to be the same as Eulmisinbang. Majinbang is considered to be Eulmisinbang handed down in different name, and shows the original structure of Eulmisinbang. Considering its table of contents and the contents, Majinbang mentioned in Joseoneukhaksageupjilbyeongsa looks the same as Majinbang included in Susangsingam. Majingibang was edited by extracting the quotations of Eulmisinbang in Magwahoitong, and was reprinted in the name of Majinbibang. Through analyzing Lee Heon-gil's books, we found two courses through which his books have been handed down. First, Eulmisinbang was quoted separately according to the new structure of Magwahoitong, and the structure of Magwahoitong had been maintained and reprinted under the titles of Majingibang and Majinbibang. Second, Eulmisinbang had maintained its original structure, handed down in the name of Majinbang, and reprinted under the title of Susangsingam. Based on the findings, we selected the quotations of Eulmisinbang in Magwahoitong and Majinbang included in Susangsingam as texts for studying Lee Heon-gil's medicine for measles. Accordingly, it looks likely to rebuild a new research text based on the two woodblock-printed versions, and it will be a crucial material for studying Lee Heon-gil's medicine for measles.

• Journal of Radiation Protection and Research
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• 제39권4호
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• pp.187-198
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• 2014

학교에서 표준화된 원자력 및 방사선 기초교육을 실시하기 위해 학생, 과학교사, 전문가의 입장을 반영한 교육과정을 개발하였다. 초(78.4%), 중(78.6%), 고등학교(93.1%) 모두 높은 빈도로 원자력 및 방사선에 대한 학교교육이 필요하다고 나타냈다. 교과목 제목은 초등학교의 경우 "방사선과 생활", 중, 고등학교의 경우 "원자력과 방사선"이다. 학급별로 한 학기, 주당 1시간(초등학교 40분, 중학교 45분, 고등학교 50분 기준) 교육을 요구하였다. 교재는 얇고, 만화와 사진이 많이 포함된 것을 요구하였다. 교육 시작시기로는 초등학생은 6학년, 중학생은 2학년, 고등학생은 1년 때 배우는 것을 요구하였다. 교육형태는 정규교과가 아니라 창의적 체험학습으로 학교와 과학교사의 필요에 따라서 선택하는 것을 선호하였다. 학급별로 교육시간, 교재형식, 교육형태, 교육의 필요성에 대해서 모두 같은 요구 경향을 나타냈다. 고안된 교육과정을 모의 실시한 결과 전체적인 적합도는 5점 만점에서 초등학생 $3.88{\pm}0.60$점, 중학생 $3.89{\pm}0.60$점, 고등학생 $3.66{\pm}0.63$점으로 모두 70점(100점 만점 기준) 이상의 수준을 나타냈다. 본 연구는 원자력 및 방사선이해를 바탕으로 가치판단의 능력을 함양하기 위한 학교 교육과정을 최초로 고안했다는 것에 큰 의미를 둔다. 그러나 원자력 및 방사선에 대한 학교 교육이 실현되기 위해서는 후속조치로 교육과정에 적합한 교재개발, 관련 법령 개정, 교안제공 등이 이루어져야 한다.

• 한국도서관정보학회지
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• 제5권
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• pp.119-168
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• 1978

This is a survey of the reserved book system in the pilot universities in Korea. We have surveyed only 22 university libraries among 29 pilot schools as of 1977, because of the differences in the library users, library organization, library facilities, and library materials between universities and colleges. In 1972, the Korean Ministry of Education developed a reformation plan for their higher education based on the teaching method of curriculum-oriented faculty instead of that of the faculty-oriented curriculum. The former puts emphasis on the cultivation of a student's thinking, creativity, and judgement through self-teaching to do a given assignment. The reserved book system in a college or university library is one of the most important methods necessary to accomplish the above educational aim. The survey used a questionnaire with 50 question on 28 items concerning the various aspects of the reserved book system in 22 pilot universities. the survey result discovered many problems needing correction. The following list describes the measures needed to correct the problems found in the pilot universities. 1. The management of a centralized reserved book system is much more effective and economical than the decentralized reserved book system when a university is located on the same campus. 2. In the university library, an independent reserved book department requires to gain the desired educational aims as compared with the reserved book room controlled by any other department in the library. 3. The reserved book system should not be adopted by all the departments at once but enlarged gradually, for it needs the understanding and support of faculty members and the university itself. 4. As competence is essential to the effective operation of the reserved book room, the university library should not place an unqualified person in charge of the reserved book department. 5. The librarian in charge of the reserved book department is required to do more professional works such as analysis of users, collection and analysis of syllabuses, maintenance of faculty member cooperation, establishment of measures to acquire unavailable materials, and drawing up an effective management plan. However, he is spending most of his time in clerical works, that is, non-professional works. 6. Three to five titles of each reserved book are considered reasonable and required materials should be shelved in proportion to the number of students, that is, one copy per eight or ten students if the materials are allowed to lend for two hours at a time. For the supplementary materials, the library needs to place two or three copies per subject. 7. Professors must select reserved books with care so that they can be used year after year. 8. Few universities are asking professors the number of class students and the date when the reserved material will no longer be needed on reserve. 9. The library should gather all the lists of reserved books from every professor at least three to five months before the courses open, because it takes a long time to obtain foreign materials. 10. It is desirable that the reserved book department should collect the lists and prepare the materials with promptness and consistency. 11. Instead of block buying, it is desirable to purchase reserved books at the time the library gets the reserved book list from the professors. The library should also inform faculty members whether it obtained each reserved book or not before the course open. 12. The library should make a copy of materials if a professor requires to reserve an out-of-print book or partial contents of a book, journal, and thesis. 13. An independent budger for reserved books from the budget for general materials is desired. 14. The shelf arrangement of reserved books by courses or professors under the same department is much more preferable than a classified arrangement. 15. While most of the universities adopted the open shelves system for all the reserved books, it is more effective and economical to take a compromise system, that is, closed shelves for requires materials and open shelves for supplementary materials. 18. Circulation of reserved books needs a different system between required materials and supplementary materials: two or three hours and/or overnight loan for the former and two and/or three days loan for the latter. 17. A reserved book room should be open a long time after class so that students can have sufficient time to use the room. 18. The library must take daily and monthly statistic as well as statistics on every aspect of the reserved book system in order that the library ma decide on policy and management of the reserved book room in collaboration with the university. Furthermore, regular reports on the use of the reserved book room should be made to the president and the executive council by the library to acquire their understanding and cooperation for the reserved book system. 19. Cooperation of faculty members is indispensable to the effective management of the reserved book department and it is desirable to make a committee which will fix various decisions about the system. Whenever the director of the library make his decision, he must consult with his staff in order to involve them earnestly in the operation of the system.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1997년도 7월 학술대회지
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.